In this chapter, you are introduced to the idea that children have abilities, strengths, and needs and well as the right to be different. This chapter explores various markers of “difference” that have been used to marginalize some children or groups in school.
Some of the key ideas in this chapter include:
Difference is a concept that can create divisions such as good/bad and us/them and positions certain groups as the norm at the expense of other groups. It also masks the complex ways in which different identities intersect. The notion of difference creates inequalities even though children have the right to protection against discrimination. Diversity is a term that emphasizes plurality rather than difference.
Both in historical and contemporary societies, specific groups have been labelled as being deficient or abnormal based on markers such as race, language, gender, ethnicity, and ability. The funds of knowledge of some groups of children/families are excluded in curriculum and pedagogy and, consequently, these children are positioned as being “at-risk”.
Some of the main markers of difference include culture, race and ethnicity, gender, and dis/ability. If curriculum and pedagogy are framed in ways that are congruent with the values, beliefs, and practices of white, middle-class, English-speaking, “able” families, then it leads to the marginalization of children who do not fit within these markers.
Children’s right to be “different” is an issue of equity and social justice, but it is sometimes difficult to understand these rights and the social/historical context from which they have emerged. Approaches to educating for cultural diversity may actually promote inequity. For instance, multicultural education approaches focus on teaching children about cultural similarities and differences at a very superficial level (fun, food, and fashion), thus reinforcing stereotypes. In contrast, anti-racist education aims to increase cross-cultural understanding and appreciation of cultural diversity and works to eliminate discrimination. Intercultural education creates spaces for meaningful dialogues about similarities. Culturally-relevant pedagogies focus on transforming oppressive practices by exploring White privilege.
